Placer County

Office of Education

Sponsored by Cal i forn ia Department of Educat ion, Coordinated Student Support and Adul t Educat ion Divis ion. Made possible through funding f rom the Mental Health Serv ices Act o f 2004

ELIMINATING BARRIERS TO LEARNING THROUGH

THE EARLY IDENTIFICATION OF STUDENT MENTAL HEALTH ISSUES

PRESENTERS:CHRISTINA BORBELY, PH.D., RET

PARTNERSCRAIG GIBBS, LCSW, PCOE

TAD KITADA, SCHOOL SOCIAL WORK INSTRUCTOR, CSUS

2012

2

3

Adapted from SAMHSA, Center for Mental Health Services, 2004

SOCIAL & EMOTIONAL FACTORS THAT ENHANCE EDUCATION

A student with asthma?A student with diabetes?A student with food allergies?A student with severe

depression?

WHAT WOULD YOU DO ABOUT…

I-A

They are common and can affect learningStigma creates barriers to getting helpTeachers and school staff can help remove

barriersBenefits for schools, classrooms, students:

Higher academic achievement Lower absenteeism Fewer behavioral problems

WHY FOCUS ON MENTAL HEALTH ISSUES?

I-B

The overall purpose of the training is to help eliminate barriers to learning by understanding and addressing mental health issues in the school environment.

OVERALL PURPOSE OF TRAINING

I-C

Eliminating Barriers for Learning: The FoundationSocial-emotional development, stigma, and discrimination

Infusing Cultural Competence into Mental Wellness InitiativesPractical considerations for the classroom and campus

Social-Emotional Development, Mental Health, and LearningOverview of disorders, effects on learning, and risk factors

Making Help Accessible to Students and FamiliesFormulate a plan to help students with mental health needs

Strategies To Promote a Positive Classroom ClimateCreate a cl imate that promotes learning and mental healthCreate a formal action plan for promoting mental health wellness

OVERVIEW OF MODULES

I-D

Module I: Eliminating Barriers for Learning:

The Foundation

I-E

The goal of Module I is to describe the links among social-emotional

development, mental health, and learning.

GOAL

I-F

Relate social-emotional development to academic and nonacademic success

Know the definition of mental health disorders and serious mental illness

Understand the stigma surrounding mental health problems and the impact of stigma and discrimination on help-seeking behavior

Understand the teacher's and other staff’s roles in relation to mental health and emotional problems

OBJECTIVES

I-G

Social-Emotional Development in Students

Handout I-A

I-H

Caleb’s Story

Handout I-B

I-I

Social-Emotional Factors Related to Academic and Nonacademic

Success

Caleb’s Story

I-J

Diagnosable disorders in children and adolescents that severely disrupt their daily functioning in the home, school, or community. These disorders include:

DepressionAttention-deficit/hyperactivity disorderPost Traumatic Stress DisorderAnxiety disordersConduct disorderEating disordersSuicide

SERIOUS EMOTIONAL DISTURBANCES: DEFINITION

I-K

I-L

In these modules, stigma refers to a cluster of negative attitudes and beliefs that motivate the general public to fear, reject, avoid, and discriminate against people with mental illnesses. Stigma is not just a matter of using the wrong word or action. Stigma is about disrespect. It is the use of negative labels to identify a person living with mental illness. Stigma is a barrier. Fear of stigma and the resulting discrimination discourages individuals and their families from getting the help they need.

WHAT IS STIGMA?

I-N

I-O

WHAT (Identification)

WHY (Referral)

WHERE (Treatment)

STIGMA, DISCRIMINATION, AND HELP-SEEKING BEHAVIOR

Handout I-D

I-P

Caleb’s Story

Stigma & Discrimination

I-Q

Caleb’s StoryTeacher & Staff Roles

I-R

Observer Catalyst Team member Educator Role model Collaborator Create Positive

Social Culture

TEACHER & STAFF ROLES

Handout I-EI-S

Objectives:Relate social-emotional development to academic

and nonacademic successKnow the definition of mental health disorders

and serious mental illnessUnderstand the stigma surrounding mental health

problems and the impact of stigma and discrimination on help-seeking behavior

Understand the teacher's and staff’s roles in relation to mental health and emotional problems

MODULE I REVIEW

I-T

Comments & Questions

WRAPPING UP

I-U

Module II:Social-Emotional Development,

Mental Health, and Learning

II-A

The goal of Module II is to give an overview of mental health issues

among students and their potential effects on learning and behavior.

GOAL

II-B

Learn social-emotional factors related to positive youth development, including risk and protective factors

Understand the range of social-emotional development and its relationship to mental health

Know the most common mental health disorders and serious mental illnesses in students and their potential impacts on learning and behavior

Learn indications that a student needs additional support

OBJECTIVES

II-C

Risk factors make it more likely that a teen will develop a disorder.

Protective factors make it less likely that a teen will develop a disorder.

May be biological, psychological, or social

WHAT ARE RISK & PROTECTIVE FACTORS?

II-D

II-E

INDIVIDUAL & PEERS

FAMILY

SCHOOL

COMMUNITY

Truancy

High Expectatio

ns

School Bonding

Safety

Clear Rule Enforcement

Drop out

Norms

Resources

Values

Community Disorganization

Cultural Disenfranchisement

Family Bonding

Poverty SEDsRole

Models

Social Competency

Humor

Caleb’s StoryHandout I-B

II-F

Risk factors include:Problems in community environmentProblems in family environmentHistory of behavior problemsNegative behavior and experiencesBiology Protective factors include:Caring adultsGenuine youth-adult relationshipsRecognitionOpportunities for involvement

RISK AND PROTECTIVE FACTORS

Handout II-AII-G

RESILIENCY IN SCHOOL: POSITIVE SCHOOL CLIMATE

II-H

Positive regard for students

Consistent enforceme

nt

Empowered students

High Expectatio

ns

Clear Rules

A state of successful performance of mental function, resulting in productive activities, fulfilling relationships with other people, and the ability to adapt to change and to cope with adversity. It is indispensable to personal well-being, family and interpersonal relationships, and contribution to community or society.

MENTAL HEALTH: DEFINITION

Handout II-BII-I

Diagnosable disorders in children and adolescents that severely disrupt their daily functioning in the home, school, or community.

SERIOUS EMOTIONAL DISTURBANCES: DEFINITION

Handout II-CII-J

Question:How may mental health and

emotional problems affect academic and nonacademic activities?

II-K

Co-occurring social-emotional problems

Other health risksRestricted opportunities

ADOLESCENTS WITH MENTAL HEALTH AND EMOTIONAL PROBLEMS ARE MORE LIKELY

TO EXPERIENCE:

Handout II-DII-L

Overview of common mental health and emotional problems in students

II-M

For detailed information on common problems, refer to Handouts II-E to II-I, as well as more in-depth Fact Sheets

Also called affective disorders because they refer to emotions

Treatable medical conditionsMost frequently diagnosed mood

disorders in children and youth are: Major depressive disorder Dysthymic disorder Bipolar disorder

MOOD DISORDERS

II-N

II-O

Any threat of suicide should be treated seriously.

II-P

Excessive fears, worries, and preoccupations that are a reaction to a perceived sign of danger

Include obsessive-compulsive disorder and post-traumatic stress disorder

ANXIETY DISORDERS

II-Q

Most common of mental health disorders among youth

II-R

DoAcknowledge the fear: “That must be scary to

think about.”Reflective listening: “Sounds like you are not sure

you can do well on the math test.”Decide what you can do: “I have my phone right

here. If your mom is late, we’ll call her.”

Do NotDiscount the child’s feelings: “That will never

happen.” or “There’s nothing to worry about.”

CLASSROOM STRATEGIES FOR ANXIETY

II-S

Inability to focus one's attentionOften impulsive and easily distractedDifficult to remain still, take turns, keep quietMost commonly diagnosed behavioral

disorder among youth

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

II-T

Complicated group of behavioral and emotional problems

Show as difficulty following rules and behaving in socially acceptable ways

Impact of the disruptive behavior is distressing to others and can interfere with establishing trusting and supportive relationships

DISRUPTIVE BEHAVIOR DISORDERS

II-V

Youth who show disruptive behaviors may have:

Unidentified symptoms of depression and/or anxiety

One or more diagnosable disorders

For example, a youth may have both ADHD and a learning disability

DISRUPTIVE BEHAVIORS AND OTHER DISORDERS

II-W

II-X

Patterns of thoughts and behaviors about one's body, foods, and the intake of foods

Lead to severe health, social, and school problems

Include anorexia nervosa, bulimia nervosa, and binge-eating disorder

EATING DISORDERS

II-Y

Most lethal of mental health disorders among youth

Still need to add Movie

II-Z

Indicators of need for intervention include behaviors, thoughts, or feelings that limit a youth's ability to:Maintain positive relationshipsCope with demands of home and schoolContinue healthy development

Problem behavior may be an indicator of need.

INDICATORS OF NEED

Handout II-JII-AA

A way to direct your behavior and to problem-solve with individual students

Each is unique to the individual needs of the student, his or her family, and the resources available

ACTION PLAN

II-BB

Stage I: Know your resources

Stage II: Voice your concern

Stage III: Follow up

STAGES OF AN ACTION PLAN INCLUDE:

II-CC

ObjectivesLearn social-emotional factors related to positive

youth development, including risk and protective factors

Understand the range of social-emotional development and its relationship to mental health

Know the most common mental health disorders and serious emotional disturbances in students and their potential impacts on learning and behavior

Learn indications that a student needs additional support

MODULE II REVIEW

II-DD

Comments & Questions

WRAPPING UP

II-EE

Module III: Making Help Accessible to

Students and Families

III-A

55

GETTING HELP V. IN NEED

56

Levels of Prevention

RESOURCES: PEOPLE IMPACTED

Primary Secondary

Tertiary $ $

$$

$$$$$

57

5%

15%

80%

RTI PYRAMID

58

INTERVENTIONS

Primary Secondary

Tertiary

• PBIS• Nurtured Heart• Response to

Intervention• BTSA• School Safety

Plans• Bullying

Prevention

• FST• SST• SART• PLC• 504• Healthy

Start

CREATING SAFETYPositive, Consistent,

Predictable• ED• SDC• Residenti

al

The goal of Module III is to help teachers and other school staff break down

barriers to learning by formulating a plan to assist students with mental health

needs.

GOAL

III-B

Know a number of internal resources and external partnerships available to support teachers, students, and families

Understand how to access those resources and partnerships

Learn the elements of a successful action plan to help students with mental health needs

Know the appropriate limits of educators' roles with regard to outside involvement and confidentiality

OBJECTIVES

III-C

An action plan is a way to direct your behavior and problem-solve with individual students. Every action plan is unique to the individual needs of the student and the resources available.

The basic stages of an action plan include:Stage I: Know your resourcesStage II: Voice your concern/ask for helpStage III: Follow up

ACTION PLAN

III-D

Handout III-A

Small Group Discussion

Handout III-B & III-C

III-E

Juanita’s StoryHandout III-D, part I

III-F

Juanita’s StoryHandout III-D, part II

III-G

The purpose of confidentiality is to honor an individual's right to privacy and to show respect for the vulnerability that underlies the process of sharing private information.

RULE: When in doubt, treat information as if it is confidential unless the information violates the limits of confidentiality.

SAFETY PRECEDES PRIVACY.

CONFIDENTIALITY

III-H

Objectives:Know a number of internal resources and external

partnerships available to support teachers, students, and families

Understand how to access those resources and partnerships

Learn the elements of a successful action plan to help students with mental health needs

Know the appropriate limits of educators' roles with regard to outside involvement and confidentiality

MODULE III REVIEW

III-I

Comments & Questions

WRAPPING UP

III-J

Module IV: Strategies To Promote a Positive

School-Wide and Classroom Climate

IV-A

The goal of Module IV is to help increase awareness of strategies to create an

accepting school and classroom climate that promotes learning for all students,

including those with mental health needs.

GOAL

IV-B

Understand the relationship among school and classroom climate, learning, and mental health

Learn strategies that promote a positive school and classroom climate by taking advantage of adolescent social-emotional development

Learn strategies for maintaining an accepting, stigma-free school and classroom climate

Learn instructional strategies that promote a positive school and classroom climate and mental health

OBJECTIVES

IV-C

Student Characteristi

cs

Peers

High Expecta

tions

THE CONTEXT OF LEARNING

IV-D

Instructional Strategies

Community

Safety

A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement.

When school members feel safe, valued, cared for, respected, and engaged , learning and wellness increase.

POSITIVE SCHOOL CLIMATE

IV-E

A shared mission, created and sustained by students, parents, and school staff, and supported by the community, for systematic safety, support

and inclusion of every child.

Definition: Perceptions about the overall setting where instruction and learning take place

Primary goal: To support and instruct to a range of individual differences while sustaining a caring atmosphere

POSITIVE SCHOOL AND CLASSROOM CLIMATE

IV-F

EVERY CHILD EVERY DAY

NO MATTER WHAT IT TAKES

Engagement• Relationships• Respect for

Diversity• School

Participation

Safety• Emotional

Safety • Physical Safety• Substance Use

Environment• Physical

Environment• Academic

Environment• Wellness• Discipline

Environment

S3 MODEL FOR POSITIVE CLIMATE

IV-GSafe and Supportive Schools: A Federal Initiative of

USDE

S: Spend time scanning school and classroom.U: Use school resources.C: Check out what feedback is most favorable to students.C: Choose times, such as academic quarters, to determine the need for mini-lessons.E: Evaluate the need for additional support.S: Set up a systematic way to gauge effort against performance.S: Size up your own progress.

APPLY S.U.C.C.E.S.S.

IV-H

Handout IV-A

Mrs. Rogers

Handout IV-B, first paragraph only

IV-I

Mrs. Rogers, continuedHandout IV-B

IV-J

Brett’s StoryHandout IV-C

IV-K

Handout IV-D

Take advantage of student development to improve school and classroom climate.

IV-L

Mr. FoxHandout IV-E

IV-M

Small group workHandout IV-D

IV-N

Plan to use a range of instructional techniques to present material.

Envision alternative methods to teach the same concepts.

Keep all learning styles in mind.Vary instructional approaches and methods

throughout a lesson.

* UCLA Resource Center for Mental Health in Schools

CLASSROOM-FOCUSED ENABLING: INSTRUCTIONAL STRATEGIES

IV-O

Use different mediaNest concepts into current events or relevant

themesPracticeEncourage students to be active participants

in the learning processCreate opportunities for student evaluations

* UCLA Resource Center for Mental Health in Schools

CLASSROOM-FOCUSED ENABLING: INSTRUCTIONAL STRATEGIES

(CONT.)

IV-P

School and Classroom Strategies for Tapping Resiliency Checklist

Handout IV-F

IV-Q

Be alert to link between school and classroom climate, learning, and mental health

Assess school and classroom environment for barriers to learning

Promote mental health by maintaining an accepting, stigma-free school and classroom climate

Take advantage of adolescent social-emotional development to improve school and classroom climate

Promote a positive climate through instructional strategies

MODULE IV REVIEW

IV-R

Comments & Questions

WRAPPING UP

IV-S

Module V:Infusing Cultural Competence into

Mental Wellness Initiatives

V-A

GETTING STARTED

The overall purpose of the training is to help eliminate barriers to learning by

understanding and addressing mental health issues in the school environment.

V-B

Children who receive mental health and social-emotional support do better academically and socially Higher academic achievement Lower absenteeism Fewer behavioral problems

REVIEW

Mental health and schools are linked

V-C

Reason 1Students and families from different

cultures possess unique: Help-seeking behaviors Natural support networks Attitudes about mental health services Treatment needs

WHY FOCUS ON CULTURAL COMPETENCY?

V-D

Reason 2Students from minority cultures are far less

likely to receive quality, effective mental health services

Percentage receiving therapy Location of therapy Quality of therapy

(Cunningham, D. L., Ozdemir, M., Summers, J . , & Ghunney, A., August 2006)

WHY FOCUS ON CULTURAL COMPETENCE?

V-D

Reason 3Teachers and school staff are in a unique position

to reach out and support families of diverse cultures. Familiar with students, and to students

More accessible to youth and families

Able to help identify mental health needs, thereby assisting youth in being more able to learn and achieve to their full potential

(Bo l e Wi l l i ams , B . , 20 0 6 )

WHY FOCUS ON CULTURAL COMPETENCY

V-E

V-G

The goal of Module V is to further strengthen teachers’ and school staff’s

ability to effectively engage with students and families of diverse cultures

GOAL

V-H

Objectives:Verify current definitions of what cultural

competency is, and what it is notExamine cultural competency as an on-going

process. Identify where you are on continuumAppreciate dynamics of powerCommit to strengthening cultural proficiency

at individual, classroom, and school levels for system-wide change

OBJECTIVES

V-I

Cultural competency is the ability to interact effectively and comfortably with students and families from different cultures

(N a t i ona l A l l i ance on Menta l I l l ness & Un ive rs i t y o f I l l i no i s a t Ch i cago , Na t i ona l Rese arch and

Tra i n i ng Cente r , 201 0)

WHAT IS CULTURAL COMPETENCY?

V-J

The definition of cultural competence is not simply cultural knowledge, sensitivity, and

awareness

Instead, cultural competency emphasizes the idea of effectively operating in different cultural

contexts

(Cen te r f o r Effec t i ve Co l l abo ra t i on and Prac t i ce , Amer i can I ns t i tu te f o r Resea rch )

WHAT IT IS NOT

V-K

Cultural Competence is the ability to successfully interact with students and families who come from cultures other than our own

(D i l l e r , J . V. , & Mou le , J . , 2005 )

WITHIN THE SCHOOL

V-L

Put simplyIt is the acquired pair of glasses through which

we see lifeM b a re k A . M o ro c c o

More technicallyIt is a common heritage or learned set of beliefs,

norms, and values(U .S . Depa r tment o f Hea l th and Human Serv ic es ,

2001)

WHAT IS CULTURE?

V-M

Generation

Customs Traditions

Gender

Sexual Orientation

Religious Beliefs

Education

Socio-economic

Status

WHAT DEFINES CULTURE?

V-N

Age Political BeliefsNation

of Origin

Physical ability or limit

Health status

Legal Status

Family Values

Employment status

Place of Residence

We are discovering Cultural Competency is an on-going process

ON-GOING PROCESS

V-O

CULTURAL COMPETENCE CONTINUUMHANDOUT V-A

Cultural Destructive-ness

Cultural Incapaci

ty

Cultural Blindnes

s

Cultural Pre-

Competence

Cultural Compete

nce

Cultural Proficien

cy

V-P

(Cross, T. L., 1989)

DEFINING CONTINUUMHANDOUT V-A

• Organizations and individuals at this extreme operate on the assumption that one race is superior and that it should eradicate “lesser” cultures.

Cultural Destructiveness

• Although these organizations and individuals do not intentionally seek to cause harm, they believe in the superiority of their own racial or ethnic group and assume a paternalistic posture toward “lesser” groups.

Cultural Incapacity

• Organizations and individuals believe that color or culture make no difference and that all people are the same. They may view themselves as unbiased and believe that they address cultural needs.

Cultural Blindness

Cross (1989) V-Q

DEFINING CONTINUUM, CON’THANDOUT V-I

• Realize weaknesses in their attempts to serve various cultures and make some efforts to improve services. May add (token) staff and board members from cultures they serve and provide basic cultural training, but then become complacent.

Cultural Pre-Competence

• Accept/respect differences and participate in continuing self-assessment. Expand cultural knowledge and resources, adopting service models that better meet the needs of minority populations. Seek advice/consultation from representatives of the culture served.

Cultural Competence

• Hold diversity in high esteem. Seek to add knowledge base of culturally competent practice by conducting research, developing new approaches, and disseminating the results. Hire staff who are specialists in cultural competent practice.

Cultural Proficiency

Cross (1989) V-R

There are power imbalances that influence subtle and overt interactions between people of different cultures

These imbalances arise when people from more advantaged groups (e.g., educated, higher socio-economic status, white, service provider) interact with those from less- advantaged or historically traumatized communities

(Nat iona l A l l i ance on Menta l I l l ness & Un ive rs i ty o f I l l i no i s a t Ch icago , Nat iona l Research and Tra in ing Cente r , 2010)

DYNAMICS OF POWER

V-S

Limitations of this training

POWER & MENTAL WELLNESS

V-T

Observe that teachers, school psychologists, and staff are primarily from White middle-class backgrounds and have values and beliefs that are quite different from their own

Anticipate services will be based on treatment/supports designed for white, European populations

Anticipate walking away feeling invalidated, misunderstood, and oppressed

Experience uneasiness being identified, or singled out as needing help

(C un n in g h am, D . L . , Ozd emi r , M . , S u mmers , J . , & G h u n ney , A . , Au g us t 2 0 0 6 )

BARRIERS TO SERVICE

V-U

Students & families from minority cultures may:

Joan’s StoryHandout V-B

V-V

Getting Started:

Understand the attitudes about mental health issues and treatment within different cultures represented in the student body

Recognize the role of help-seeking behaviors, customs and traditions, and natural support networks

Maintain a referral base of multi-cultural professionals to direct students and families to

REDUCING BARRIERS

V-W

Consider how you can adapt your classroom and interactions with students/families to help them feel more comfortable and have a sense of belonging

Be aware of the privilege/power you possess due to your race, education, gender, sexual orientation, and/or socio-economic status

Notice who is at the center of attention, and who is at the center of power (Kivel , P.)

Challenge yourself to consider the influence of privilege/power as you interact with people both at school, and in the community

REDUCING DYNAMICS OF POWER

V-X

Cultural competence requires system-wide change. It must be manifested at every level of an organization, including policy making, administrative, and direct service provision.

(U .S . Depar tment o f Hea l th and Human Serv ices , (2003 )

SYSTEM-WIDE CHANGE

Integrate knowledge into specific standards, policies, practices, and attitudes to work

effectively in cross-cultural situations

V-Y

Within Yourself?In the Classroom?At your School?

WHAT CAN YOU DO

V-Z

Strengthen your awareness of your own beliefs, prejudices and discriminatory behavior

Challenge yourself to be more aware of your privilege in interactions with students and parents of different cultures.(Na t i on a l A l l i an c e on Ment a l I l l n ess & Un iv e r s i t y o f I l l i n o i s a t C h i c ag o , N a t i o n a l Researc h a n d Tra i n ing

C en te r , 2 0 1 0 )

INDIVIDUAL LEVEL: SELF AWARENESS

V-AA

Story of four boys playing basketball.

Handout V-C

WHEN VALUES ARE DIFFERENT

V-BB

Handout V-D : “Cultural Values/Styles Questionnaire”

ACTIVITY

V-CC

Continuously change your beliefs, and attitudes about people who differ from you in terms of race, ethnicity, culture, sexuality, and other characteristics Begin/continue gaining knowledge about beliefs

and practices in different cultures Begin/continue developing communication skills

to interact sensitively with diverse individuals

INDIVIDUAL LEVEL: CONTINUE LEARNING

V-DD

IF ALL ELSE FAILS, CONSIDER…

“The world in which you were born is just one model of reality. Other cultures are

not failed attempts at being you. ”-Wade Davis

V-EE

IN THE CLASSROOM

V-FF

Handout V-EWhat Can We Do to Boost

Multi-Cultural Mental Wellness?

PROMOTING LEARNING & WELLNESS IN THE CLASSROOM

V-GG

Principle 1 

• Maintain a referral base of multi-cultural professionals to direct students and families to.

Principle 2

• Recognize the role of help-seeking behaviors, customs and traditions, and natural support networks.

Principle 3• Recognize the importance of culture and respect diversity. Ensure your

school communicates a sense of acceptance and is welcoming of diverse groups (e.g. posters and pamphlets are representative of a variety of ethnic groups).

IN THE SCHOOL (HANDOUT V-F)

V-HH

Principle 4

• Ensure that teachers and staff receive cross-cultural education and training, and their effectiveness in providing culturally competent care is assessed.

Principle 5

• Maintain a current profile of the cultural composition of the school/community.

Principle 6

• Enhance efforts to recruit, retain, and promote staff/volunteers who are representative of the district/community area.

IN THE SCHOOL, CON’T

V-II

Principle 7

• Work with community leaders who reflect the cultural diversity of youth at your school.

Principle 8• Ensure that services and information are culturally and linguistically

competent. Offer and provide competent language assistance in a timely manner.

Principle 9

• Develop a strategic plan that identifies the goals, policies, and plans to provide services to culturally diverse populations.

IN THE SCHOOL, CON’T

V-JJ(Cunningham, D. L., Ozdemir, M., Summers, J., & Ghunney, A., August 2006 & U.S. Department of Health & Human Services,

2003)

Within Yourself?

In the Classroom?

At your School?

TAKING ACTION ACTIVITY

V-KK

Objectives:Verify current definitions of what cultural competency

is, and what it is notExamine cultural competency as an on-going process.

Identify where you are on continuumAppreciate dynamics of powerCommit to strengthening cultural proficiency at

individual, classroom, and school levels for system-wide change

MODULE V REVIEW

V-LL

Comments & Questions

WRAPPING UP

V-MM

Develop a school wide mental health wellness plan. See School Wellness Plan: A Guide to Positive School

Climate Through Student Behavioral Supports and Mental Wellness Promotion

Incorporate into the school-wide safety planUse your local resourcesEnsure every SARB has a mental health

representative (Ed. Code Section 48321)Promote your plan!

NEXT STEPS

V-NN

Presented by:Placer County Office of Education, Educational Services Department360 Nevada Street Auburn, CA 95603http://www.placercoe.k12.ca.us530.889.8020

Adapted for: California Department of Education, Coordinated Student Support and Adult Education Division with funding from the Mental Health Services Act of 2004.Developed by: Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, 2004. SAMHSA Pub. No. P040478M. Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, 2004 .

ELIMINATING BARRIERS

V-OO

END